Transcript History and Theories

Chapter 3
History and Theories
History and Theories
Knowing the history and theoretical perspectives of
one’s profession is an important part of being an
professional. Upon completion of this chapter, you
will be able to discuss the historical and theoretical
bases for early childhood education.
Theories
A theory states principles and ideas in order to explain events. This
chapter includes theories about early childhood education.
Theories focused on early childhood education:
help teachers to communicate to others the process of learning and
what is to be expected of the young child;
allow teachers to evaluate children’s learning;
provide guidance to teachers as they develop programs for children to
enhance learning.
Major Historical Contributors to Early Childhood
Education
Comenius
(1592-1546)
Beliefs:
* learning takes place
through the senses
* early experiences
influence who children
become later in life
*Comenius wrote the
first picture book.
Influences:
* use of sensory
experiences to promote
learning
* early periods of life
present windows of
opportunity for learning
as supported by
contemporary brain
research
* early childhood
education has a positive
impact on children’s later
schooling
John Locke
(1632-1704)
Beliefs:
Jean-Jacques
Rousseau
(1712-1778)
* known for his belief in
“tabula rosa,” the notion
that we are all born with
a blank slate
* believed development is
influenced by stimulation
from parents, caregivers,
and the environment
Beliefs:
Influences:
Influences:
* early education for a
strong foundation for
learning early in life
* home, family and
socioeconomic status
influences learning and
achievement
* advocacy for universal
public early childhood
education for three and
four year olds
* ideas were based on the
natural development of
children
* left alone, children’s
nature would naturally
unfold according to an
innate timetable
*some early childhood
education programs take
a natural, less structured
approach to education
* attention to
developmentally
appropriate practice,
where teachers attend to
children’s developmental
levels when planning
learning activities
Major Historical Contributors to Early Childhood
Education
Johann
Pestalozzi
(1746-1827)
Beliefs:
* education should follow
the course of nature
(similar to Rousseau)
* mothers are the best
teachers
* education was based on
sensory impressions
* sensory experiences
should be used to help
children develop their
natural potential
Influences:
* family centered
approach to education
* importance of parents
role in education
•use of manipulatives to
help children learn
*l earning through the
senses
Robert Owen
(1771-1858)
Beliefs:
*influence of the
environment on children’s
beliefs, behaviors, and
achievements
*society could shape a
child’s character
/education could shape
society in ways that
would be an improvement
for all
Influences:
* opened an infant school
in Scotland in 1816- some
early childhood programs
highlight infant programs
* early childhood
education can reform
society
•education overcomes
the impact of poor
environments on
children's development
Friedrich Froebel
(1782-1852)
Beliefs:
* known as the father of
kindergarten
* believed in the natural
unfolding of children
developmentally
* development occurred
through self-activity and
play
•emphasized learning
through songs and play
Influences:
•the use of materials to
help children learn skills
and concepts
* the importance of
learning through play
•kindergartens continues as
an important level of ECE
Major Historical Contributors to Early Childhood
Education
Maria Montessori
Beliefs
* learning materials should
meet the needs of young
children
* sensory-based materials can
be self-correcting
* respect of children is the
foundation of teaching
•prepared learning
environments are essential for
learning
Influences
* Preparation of environments
to promote children’s learning
* Montessori schools that
emphasize the Montessori
approach
Educational Theory
Dewey and Progressive Education
Dewey was a proponent of progressivism which:
emphasized children over subject matter;
highlighted the importance of children’s interest.
Child-centered education uses children’s everyday
life as a source to help them learn about life and
required life skills.
Dewey believed engaging children in projects, rather than rote
learning was an appropriate way for children to learn. Projects ensure
that children are actively involved in making things, using things,
solving problems, and engaging in social interactions.
Educational Theory
Piaget and Constructivist Learning Theory
Three important ideas related to constructivist theory:
Cognitive theory- children develop intelligence overtime
through interaction with their environment.
Constructivism is based on the notion that children “construct”
their understanding and learning.
The constructivist process is based on the idea that children
organize, structure, and restructure experiences into related
schemes of thought.
Educational Theory
Piaget and Constructivist Learning Theory
Children grow mentally through the process of adaptation.
Accommodation
Assimilation
Incorporation of
sensory data from the
environment into an
existing schema
Child
observes
a kitten
Adaptation
includes
Child
observes
a puppy
Modification of an
existing schema or
development of a new
schema to accommodate
new experiences.
Educational Theory
Piaget and Constructivist Learning Theory
Piaget’s concept of equilibrium is based on the idea that tension arises when
children’s schemas do not match what they experience in their environment.
For example, as the child observed the puppy, tension emerged when there
was no existing schema for constructing meaning of the puppy.
Through a process of accommodation, the child was able to modify an existing
schema to accommodate the experience of the puppy.
Equilibrium was reached as there was a balance between the child’s schemas
and his interaction with his environment.
Educational Theory
Piaget and Constructivist Learning Theory
Piaget believed that intellectual development occurred in stages during
specific age ranges.
Sensorimotor
Stage
(Birth – 2 yrs)
Young children use
their senses and
motor reflexes to
develop
intellectually.
Preoperational
Stage
(2 yrs – 7 yrs)
Young children have
limited ability in
terms of mental
representations.
Concrete Operations
Stage
(7 yrs – 12 yrs)
Young children rely
on tangible objects
and real
experiences in
order to reason.
Educational Theory
Vygotsky and Sociocultural Theory
Vygotsky believed that language, social, and mental development
were enhanced by social interaction.
Important concepts:
Zone of Proximal Development (ZPD)
ZPD refers to the range of tasks a child can perform with
assistance from a more competent individual (e.g., teacher,
parent, or peer).
Scaffolding
The assistance provided a child by a more accomplished
individual that helps the child perform task they can not
perform independently.
Educational Theory
Vygotsky and Sociocultural Theory
Vygotsky and Piaget
Vygotsky and Piaget differed in terms of their beliefs about cognitive and
language development.
Vygotsky
Piaget
Learning and language
development take place
through social interaction.
Learning and language
development is a more
solitary occurrence.
Learning drives
development.
Development drives
learning.
Educational Theory
Maslow and Self-Actualization Theory
Maslow believed there was a
hierarchy of needs that children
must satisfy before they are able
to achieve self actualization.
Life
Essentials
Shelter,
food, water
Safety and
Security
Freedom from
fear/stability
Belonging and
Love
Love,
acceptance,
affection
Self-Actualization
Maximizing one’s
potential
Achievement
and Prestige
Approval,
recognition,
self-esteem
Aesthetic Needs
Beauty, order,
symmetry
Educational Theory
Erickson and Psychosocial Theory
Erickson’s psychosocial theory is based on the premise that children’s
personalities and social skills develop in response to social demands,
expectations, and values.
At certain ages, children face age-related situations or “crises” that
will cause them to develop certain personality characteristics—
one more positive than the other.
Age
Stage
Birth-18 months
Trust versus Mistrust
18 months- 3 years
Autonomy versus Shame and Doubt
3 years – 5 years
Initiative versus Guilt
5 years- 8 years
Industry versus Inferiority
See Figure 3.5 for additional information on Erickson’s Stages of Psychosocial Development
Educational Theory
Bronfenbrenner and Ecological Theory
Bronfenbrenner’s theory is based on the idea that children develop within five
systems of relationships that form their environment. Each system influences
and is influenced by the other.

Microsystem – includes parents, family, peers, neighbors, teachers, etc.
 Mesosystem – linkages between microsystems (e.g., teachers and parents)
 Exosystem – events with which the child may not have direct connections,
but which nonetheless may influence the child in some way.
 Macrosystem- societal cultures, values, customs, etc.
 Chronosystem – environmental influences over time.
Educational Theory
Gardner’s Multiple Intelligence Theory
Gardner helped teachers understand that there are many ways of
being smart. His theory consists of nine intelligences.
Mathematical/
Visual/
Verbal/
spatial
linguistic
logical
Bodily/
Musical/
Intrapersonal
Kinesthetic
Rhythmic
Interpersonal
Naturalist
Existential
Basic Beliefs for High Quality Early
Childhood Programs
Contributions from historical figures and theorist have led to
basic beliefs regarding what is essential for high quality
educational programs for young children. Beliefs about:
Teaching children
Teachers and teaching
Collaborating with families . . .
are listed on pgs. 82 & 84.
Disabilities
Attitudes toward children with disabilities have changed over time, as
have approaches for working with children with disabilities. Today,
classroom practices, medications, and various therapies are used to
accommodate the needs of children with disabilities.
Teachers today must
understand the nature of disabilities they will likely see in
classrooms;
 be willing to discuss children’s needs with the child’s parents;
be able to collaborate with a variety of professionals who specialize
in working with children with disabilities.
What’s next
After reviewing this presentation and reading Chapter 3, History and
Theories, check your understanding of the terms and concepts listed below.
You will then be ready to complete the Chapter 3 quiz.
Contributions of:

Constructivism
Comenius
Pestalozzi

Progressivism
Locke
Owen

Schema
Rousseau
Froebel

Equilibrium
Theoretical perspectives of:

Piaget’s stages of development
Dewey
Piaget

Zone of proximal development
Vygotsky
Maslow

Scaffolding
Erickson
Gardner

Self-actualization
Brofenbrenner Montessori

Maslow’s Hierarchy of Needs
•
Adaptation

Multiple intelligences
•
Assimilation

•
Accommodation
Beliefs for high quality early
childhood programs

Views on children with disabilities
•
•